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The target population included 3,168 secondary school teachers, and the sample comprised 950 male and female teachers from rural and urban high schools, selected proportionately by district. Using a co-relational, survey-based design, emotional intelligence was measured with the TEIQue-SF, while teacher performance was assessed through class 10 student results in annual examinations (BISE Lahore). 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Naqvi * Muhammad Iqbal** and Shafqat Naeem Akhtar *  \nAbstract  \nThe major aim of the study was to find out the relationship between emotional intelligence and performance of teachers at secondary school level. The target population of the study comprised 3168 secondary school teachers. Sample of the study consisted of 950 male and female secondary school teachers working in high schools of rural and urban areas. The sample was taken on proportionate basis according to the population of male and female secondary school teachers in each district. The study was co-relational in nature. The required data was calculated through survey technique. The instrument was named Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) which was adopted from K.VPatride to measure the emotional intelligence level of secondary school teachers. The performance of teachers was measured through the results of students in annual examination of class 10 conducted by Board of Intermediate and Secondary Education Lahore (BISE) . The collected data was analyzed using mean, standard deviation and Pearson r. It was found that emotional intelligence of teachers was having strong relationship with the performance. Conclusions were drawn and recommendations were made.  \nKeywords: Emotional intelligence, academic achievement, secondary school teacher (SST)  \n*Ph.D Scholar, University of Education, [Lahore-Pakistan. Email:imtiaz1960@yahoo.com](Lahore-Pakistan. Email:imtiaz1960@yahoo.com)  \n⃰ ⃰ Assistant Professor, University of Education, Lahore-Pakistan ⃰ Ph.D Scholar, University of Education, Lahore-Pakistan  \nTheoretical Background  \nHuman mind is influenced by three key variables, mental processes, emotions and level of motivation of the individual. Studies have focused on exploring the linkages between the level of intelligence of an individual and the performance at the workplace (Murphy, 1989; Behling, 1998) . However researchers have also started questioning the authenticity of intelligence quotient (IQ) as the sole factor that can be used to predict or understand the performance of employees. Goleman (1998) has stated that IQ doesn‟t sufficiently explain the reasons why individuals with higher level of technical skills are unable to perform well in their respective jobs that require leadership position. On the other hand an employee with average technical skills is able to demonstrate greater degree of capability of handling such tasks. One of the possible reasons in this regard is that the level of performance is a reflection of the level of emotional competence possessed by the employees. The higher the level of emotional competence the greater is the possibility of effectively interact with the other employees, thus resulting in better performance (Goleman, 1998; Carmeli & Josman, 2006) .  \nThe heightened interest in the linkages between the level of intelligence of an individual and performance at the workplace has triggered interest in factors besides intellect that determine the output of an individual. Numerous studies have positioned emotional intelligence (EI) as a focal point of their investigative processes, aiming to test the linkages of EI with the output of an individual as the part of an organization (Lam & Kirby, 2002; Rapisarda, 2002; Sy, Tram & O‟hara, 2006; O'Boyle et al., 2011) .  \nEducational institutions are deemed as the key source of developing academic competence among the students. Teachers have the prime responsibility of ensuring that the information provided to the students is properly understood by them. Another key responsibility associated with the teachers is to follow the curriculum and ensure completion of the syllabus within the specified time frame of the students. In addition to this, maintenance of classroom discipline, managing interaction with students, effectively handling interaction with paren","cbCaieveuxuFYMEL","https://ap.wps.com/l/cbCaieveuxuFYMEL","pdf",605429,16,"English","# Abstract\n## Theoretical Background","[{\"question\":\"What was the aim of the study on emotional intelligence and teacher performance?\",\"answer\":\"The study aimed to determine the relationship between emotional intelligence and secondary school teachers’ performance.\"},{\"question\":\"How were teachers’ emotional intelligence and performance measured?\",\"answer\":\"Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF). Performance was measured through class 10 student results from annual examinations conducted by BISE Lahore.\"},{\"question\":\"What sampling method and sample size were used?\",\"answer\":\"The study used a proportionate sampling approach based on the male and female teacher population in each district, with a total sample of 950 teachers.\"}]","The Relationship between Emotional Intelligence and Performance of Secondary School Teachers | PDF",1792082033]